Program information last modified Wednesday, 27th November, 2013 @ 01:10pm
Adapted Physical Education Program
It is the philosophy of the academic and clinical faculty that an entry-level APE program in adapted physical education must prepare a graduate to enter the profession as an educator who can provide comprehensive and contemporary Adapted Physical Education services in a safe, effective, ethical and legal manner to individuals of all ages and abilities. The goals of these services are to develop, restore or maintain a person's maximum physical function.
To competently provide Adapted Physical Education services, the graduate must be able to appropriately apply knowledge, and skills of physical performance and behavioral assessment that is within the scope of APE environment and be prepared to recommend placement in the least restrictive environment (LRE). In addition, one should be a consumer of educational/legal literature and an active participant in professional development to provide the most current and effective adapted physical education services. Finally the graduate must be able to communicate and interact effectively and appropriately in verbal, nonverbal or written form and in a socially responsible manner with students, families, caregivers, related service providers, PreK - 12 educators and general community.
The faculty believes that the foundation of the entry-level multidisciplinary professional curriculim and the preparation of graduates is an ever changing interactive teaching and leaming process in which both students and faculty are actively involved together. Decision making, critical thinking and problem solving are integrated with the acquisition and application of knowledge, and skills by means of sequenced practicum experiences in the PreK - 12 education and general community.
The faculty blends broad concepts and theory with specific knowledge and facts in the curriculum to provide correlated, coordinated, and progressively sequenced didactic and practicum experiences for students. The importance of effective communication, professional collaboration, and student education in the provision of comprehensive and quality psychomotor programming is also a basic element of the curricular philosophy.
The faculty also promotes transition from PreK - 12 education to participation in appropriate community leisure activity. The faculty seeks to provide an atmosphere and environment that encourages and assists students to maximally develop their personal and professional potential while respecting his/her student's psychological rights. Students have opportunities to identify and fulfill personal education needs and goals. Service to the community, to the university and to the profession, as well as recreational and employment activities, are means by which students may participate in non-curricular activities. Faculty members are available and prepared to provide advice, counsel, and guidance related to various academic, professional, personal or employment matters identified by students or faculty.
The content of the professional curriculum is determined in response to the Adapted Physical Education National Standards (APENS) and emerging educational trends. The curriculum design and content are periodically reviewed and evaluated by academic and clinical faculty, students, practitioners and other interested persons from the university and community. Curriculum development is directly related to this review process and procedures that are within the control of the College of Education and Human Services (CEHS) Department of Health, Physical Education and Recreation (HPR) and the Adapted Physical Education Program.
In summary, this curriculum is designed to prepare graduates to be knowledgeable and skilled, to function as an entry-level adapted physical educator; to perform, as members of a multifactored evaluation (MFE) team; to improve the general health and independence of individuals with disabilities and to become lifelong learners and the future leaders of the adapted physical education profession.